Dear families of 5A,
I want to take this opportunity to thank you for trusting me and helping me throughout the year to give your children the best fifth grade experience possible. With highs and lows, rainy days and sunny ones, routine classes and special days, these students made up a class I will never forget. This was my third year of teaching, and I'll remember this group as one with a serious sense of humor, group of book-lovers, a social-justice and human rights focused group, and a recess-loving group. I told the students that if I left them to their own devices, they would have talked all. day. long. They particularly enjoyed debating pronunciation of certain words. Ask them about it!
Below are photos of the independent study presenters who shared on Monday. It was fantastic to see these rising 6th graders take the reins and share with the class.
Soon you will get a virtual letter from Steve Walach through Jeanne Machado. This will have instructions for summer reading and summer math work. I can tell you now that the most important summer reading book for rising 6h graders is D'Aulaires Book of Greek Myths. This is a textbook style book with short stories of Greek Mythology and beautiful illustrations. I highly recommend starting this soon, and then after completion, encourage your student to go back and reread the beginning part again- the first 10 pages of text or so. Also, encourage your kids to really tie the stories to the intricate illustrations. It helps to use the visual to their fullest potential!
If you don't hear from Jeanne soon, please reach out to to her directly. The summer math is on IXL, so your child will need to use a computer to complete this.
Anyway, as you can tell, I will miss this group dearly-each and every one of your kids- and I invite them to visit me next year to say hi, to ask for help, or any other reason. This summer I will be nannying a good friend's kids, two youngsters under 4, so wish me luck! I'll be yearning for the maturity of a 5th grader soon enough.
Please reach out to me with any questions, and I hope you are having a fantastic start to summer break!
This week's and last week's highlights
Blue and Gray Day
Field Trip Photos
Last week and this week we:
-Finished reading Journey to Topaz and discussed using signposts to guide us
-Took a photo walk through Ansel Adams and Dorothea Lange photos from Japanese Internment
-Dabbled in multiplying with decimals and with percentages
-Worked on and started presenting independent study
-Took a Spanish quiz on colors, pronouns, clothing, and seasonal activities
-Took a vocabulary quiz on words from Journey to Topaz.
Below are photos from Blue and Gray Day!
GRAY was victorious, but we all had fun.
Below are photos of students enjoying a beautiful, fun, and, muddy field trip.
We were lucky enough to have some awesome 7th graders come share with us this week. They were using their Latin skills to teach us about Harry Potter spells and what they mean. We even got to go outside and find our own wands outside before the kids dueled each other. It was too fun!
5A's Independent Study project presentations are upon us!. Half the class shared today, and the other half will share on Monday, June 4. We are presenting in our homeroom and sharing in each other's research success! See below for the first round of presenter photos!
Spring Concert Photos
Field Trip to Newport: Volvo Ocean Race
Social Studies: Japanese Internment
Independent Study Due Date: June 1/June 4
We had the pleasure of visiting Newport this Thursday to see the Volvo Ocean Race Stopover Point at Fort Adams park. Though it was a drizzly day, the students were enthusiastic about everything we saw. Between cheering on Charlie Enright-the skipper to the US boat and South Coast local- to exploring ocean tides and how coral feed, the students had a blast.
Here are photos from our Portfolio showcase on Wednesday. Students did an amazing job sharing about their learning through project-focused stations. I was so impressed with their ability to prepare for this event quickly and with such focus. They showed me through this event that they are really almost middle-schoolers!
In language arts we continue to read Journey to Topaz, and are learning more about Japanese internment in social studies. We will read the picture book How Baseball Saved Us next week. This helps us have deep discussions about ways the American government made Japanese people feel during the inhuman internment process, and ways the Japanese people did their best to still remain hopeful.
As we wrap up the end of the year (?!?!?!) I want to let you know that students are going to share their independent study projects on the Volvo Ocean Race in our homeroom on either June 1 or June 4. I will split the group in two, and we will simply share with our class. I look forward to them spending time sharing their process, what they learned, and some sort of visual with their peers. This is something will be working on at home and at school a bit until the due dates. Students should not be stressed, but excited to share regardless of their final product. They are the experts on their subtopic, and it will be a great opportunity to speak publicly and to be a good audience member.
See you around campus!
Journey to Topaz
End of the Year Activities
It was so wonderful to meet so many Grandfriends on Friday. We started off our time with them by having a morning meeting-albeit a rather cramped morning meeting. Students and grandfriends greeted each other with a "multilingual" greeting. Then to get to know each other a bit better, we shared a happy memory from 5th grade (or if we couldn't remember anything from 5th grade, another happy elementary school memory would suffice). We had such a blast hearing about Calvin's grandmother's secret language she and her classmates made up, and how joyful Mirna's grandfriend was to be back in the school where she taught 5th grade many years ago!
When the grandfriends headed off to PE class, they first watched their little friends warm up, and then they all were invited to participate in some badminton.
Afterwards, they returned to the classroom to participate in a Found Poetry activity. This is when pages from books are photocopied and students work to find a poem within an existing text. Students and grandfriends got their creative juices flowing, and they created some truly beautiful, and some silly, poems. We had just enough time at the end for students to share their work aloud with the group. Check out the photos below of our day with the wonderful visitors.
In Language Arts we are reading our final classroom novel of the year. We started Journey to Topaz. In this book, readers follow Yuki and her family during the aftermath of the Pearl Harbor bombing. Yuki and her brother Ken are American citizens, so they are surprised and saddened when they hear they are going to be moved to an internment camp as many Americans begin to distrust Japanese Americans. Their father was imprisoned because he is a leader in the Japanese community. Their mother tries to stay positive, but this story and others just like it are heartbreaking and true. The class was quick to make connections to other times in American history when a group of people are feared or blamed when someone of the same nationality, ethnicity, or religion does something that causes harm to the United States.
As they read the book, I expect them to become frustrated with this piece of history. One of the main reasons I appreciate studying history is to look for patterns, but I also believe that we can learn from and improve upon mistakes we have made. For example, we read an article about the Executive Order that President Trump passed in early 2017 banning immigrants from seven Muslim-majority countries. The class started to see that sometimes we do not learn from our mistakes, but at least we can aim to be responsible citizens who promotes honesty, commitment, and respect for others, like in our school mission statement.
On Thursday the class read an article about Fred Korematsu, a Japanese American man who went into hiding instead of being detained and sent to an internment camp. The article does a good job of connecting recent political events (Arab American immigration in 2017) to Japanese internment. Several students were surprised that history had repeated itself so closely. They were also surprised the government would treat its American citizens this way (about two-thirds of the Japanese people put into internment camps were born in the U.S.)
In math we jumped ahead to unit 11, which focuses on graphs and probability. Students started this unit off by investigating some graphs related to gender inequality and careers, as well as educational background. Once we got the hang of basic graph and table characteristics, we were able to discuss more detailed and significant graphs like the ones below.
Last but not least I have listed our upcoming events. May is a busy time!
-May 10: Spring Concert. Students should arrive 20 minutes or so before the concert begins.
-May 11: 5th Grade Overnight. Packing list here.
-May 12: 8 am pickup from the overnight.
-May 16: Student Work Showcase after All School Meeting
-May 18: Blue and Gray day
Happy Sunday, and see you soon!
Special Presentation from UMass Dartmouth Biology Students
**Permission Waiver for Field Trip to Newport for Volvo Ocean Race**
A few announcements:
Home of the Brave
This week we finished Home of the Brave. The class agreed that finishing the book was very bittersweet.
The students are working on a final project to culminate the reading of this wonderful story. They are working in small groups with the other FA fifth grade class to illustrate and explain the proverbs that Katherine Applegate used in her story.
The proverbs are:
When elephants fight, it is the grass that suffers.
You only make a bridge when there is a river.
One doesn't forego sleep because of the possibility of nightmares.
When spider webs unite, they can tie up a lion.
A sandstorm passes; the stars remain.
You can see photos of their progress below, first discussing and planning, then sketching and finally adding color. They will present their posters on Monday.
On Thursday we had a special presentation from seven UMass Dartmouth biology students thanks to Isabelle's dad, Erin Bromage. His students shared with us their research and presentations on several topics in immunology, focusing on animals. We learned about why frogs are dying and how to help them, why the flu shot is important, why there are more ticks after a warm winter, why bees are dying and how to help them, why sleep is important, and why polar bears are dying.
The presenters were a little nervous to present to fifth graders, but everyone (fifth graders included!) did a wonderful job. These opportunities to see other students, albeit a bit older and discussing more advanced topics, share passion for science and demonstrate expertise to a larger group. Our students were sitting still, listening with engagement, and asking thoughtful questions for a full hour!
As a school school community and in our classroom we have been discussing 50/50 day and what we can do to make our world more equal across genders. We looked at percentages of men and women in different professions. We read about the Lilly Ledbetter Fair Pay act, and how it was made. During our discussion, women in politics around the world also came up. Our Congress is about 80% male, but our country is only 50% male. However, there are some countries whose governments show much more equality, with Rwanda being the most diverse in terms of gender. Below are some the articles and the video that we looked at. Students also wrote a letter to me about an area they see gender inequality in the media.
Video from Let It Ripple about what it would be like if men and women were represented more equally
Article about Lilly Ledbetter and how she was underpaid for years, as she was told that asking for a raise would potentially cost her her job.
TED Talk from Chimamanda Ngozi Adichie on "Why We Should All Be Feminists".
We also were lucky to have my "little" sister Allison come visit us and present on what 50-50 day means to her. The reason she visited us is because she is a mechanical engineer, now working as a Technical Sales Engineer for HVAC equipment. She is oftentimes the only female on a jobsite, in meetings, or even when she was in college lectures. Allison shared images like this with us (you can probably tell which one she is, since we look somewhat alike). Her share led to deep discussions, gave students thinking points, and displayed to them tangible ways that gender inequality occurs- directly and indirectly- in the workplace.
Lastly, as a reminder I've sent home a waiver that all students must have signed before we attend our upcoming field trip to the Newport Volvo Ocean Race Village on May 17. It is a bright green paper in their backpacks this weekend. Please return it as soon as possible! I've also attached an electronic copy in your email for your convenience in case the paperwork somehow doesn't make it home...
Happy weekend! Let's hope for some more warm and sunny weather.
Social Studies: God Grew Tired of Us Documentary & Refugees
Language Arts: Home of the Brave
Math: Area of a Triangle Continued
This week we watched an incredible film called "God Grew Tired of Us", which is about the Lost Boys of Sudan. The character of our book Home of the Brave is a fictional character who represents many nonfictional people in history who were lost boys themselves. I highly recommend this documentary to you all. I did skip a few more graphic scenes towards the beginning, since I did not feel the fifth graders needed visuals to fully understand the gravity of the situation these young men were in.
We continue to read Home of the Brave in school. We also are continuing to write some poetry, which will end up in the school poetry anthology, called the Friendly Falcon. Also, we did a poetry scavenger hunt on Thursday! I gave students books and collections of poems from picture books to Walt Whitman. They then had to find a poem about nature, a poem with alliteration, and a poem written by an African-American author, to name a few. It was a wonderful way to expose them to many types of poetry, and poets in one sitting.
We are continuing to practice finding area of triangles, working on increasingly challenging problems and thinking in new ways. This unit in particular seems to combine so many of the skills and methods we have been learning and practicing throughout the whole school year!
ERB scores are in, and Jamie Ross Cory has results. To view results and to discuss, please make an appointment with her through Jeanne Machado by emailing her here: email@example.com .
I hope you enjoy your extra long weekends, folks! As always, please reach out to me with any questions or concerns.
Home of the Brave and Figurative Language (from Michael, Hannah, and Lizzy)
Field Trip to the New Bedford Whaling Museum (from Izzy, Mirna, JJ, and Zeke)
Kip Bordelon's Visit (from Calvin, Stella, and Martim)
Math Curriculum Update (from Madi, Jared, and Emma)
Reminder: Conference Meeting Opportunity (Optional)
Refugees and Figurative Language Update, from Michael, Lizzy, and Hannah:
We are learning and studying types of figurative language because it makes writing more interesting and poetic. For and example: instead of saying the star was bright and twinkling you can summon it down to “The Star Winked At Me.” The 4 main types of figurative languages we have been learning are Alliteration: The use of the same beginning consonant sound in a line or verse. The second is Metaphor: A comparison in which one thing is said to be another. Simile: A comparison of two things by using like or as. Personification: Giving human qualities to animals or objects.
Simile Example: I am loud like an elephant
Metaphor Example: My dog is a ball of fluff
Alliteration Example: Peter Piper picked a peck of pickled peppers
Personification Example: The Stars Winked at me
We have just started reading the book Home of the Brave in Social Studies to tie in with learning about Refugees. Home of the Brave is about a refugee named Kek who moves from Africa to Minnesota, and tries to start a new life with his cousin Ganwar and his Aunt in America. In class we’ve been learning about refugees and how tough it is to be a one. Kek is not completely familiar with the English language so he describes everyday objects differently. We did a worksheet on what we would call these objects if we were Kek. For example we described a whiteboard as a shiny white wall, and a doorbell as a music button. For fun over the weekend you could come up with descriptions for some these words.
Additionally, we are studying and learning about refugees because it is important to know what is happening in the world around you. Also because we are studying the constitution and the way of the government so we should see all sides.
Quiz For Parents:
(Simile, Metaphor, Alliteration, or Personification?)
-My Mother's laughter is like bubbling water from a deep spring (Simile)
-The Wind howled (Personification)
-In Arabic the words sound like a river flowing over rocks jagged and smooth (Simile)
-The Snow is a white blanket (Metaphor)
-Alice’s aunt ate apples and acorns around August (Alliteration)
We visited the Whaling Museum this week....an update from Mirna, Zeke, Isabelle, and JJ
On Tuesday afternoon we went to the New Bedford Whaling Museum. They invited us to come, and learn more about the history of Old Dartmouth. We had a fantastic tour. This includes the colonize of Massachusetts and wait for it….. Whales!
We learned that the different kinds of oil comes from whales and the scrimshaw (whale bones/teeth.) You can use scrimshaw to make beautiful artwork.
The sailors on the whaling boats would make the artwork when they had nothing to do. The Museum has the biggest scrimshaw collection in one place in the world.
Now time to tell you about the Whales. Right whales are nearly extinct, and the saddest part is that two years ago there was only 17 baby right whales and last year 0. 40% (or even more) of right whales die because of fishing hooks and fish nets. So what can we do to help the right whales survive?
Now if you’d like here is a quiz (the answer are down below):
1. What is Scrimshaw?
2. What day of the week did we go to the Dartmouth whaling Museum?
3. How many right whales are there in the world currently?
4. Who has the largest Scrimshaw collection in one place?
1. Whale bones/teeth decorated intricately
2. No days- we went to the New Bedford Whaling Museum.
4. New Bedford Whaling Museum
The things we saw at the museum were amazing! From looking at whale bones to ships to seeing the view of New Bedford and the view of the harbor. We talked a little bit about Quakers and how and why they moved to here. Everything went well, but the Quakers ended up having wars with the local Native American tribes. We learned that some of the Quakers and Baptist settlement were actually located along Buzzards Bay
We also learned that Atlantic right whale is endangered so take care of our oceans and don’t litter. Speaking of oceans it’s joke time: what did one ocean say to the other?
Nothing, it just waved (hilarious right)
Some other highlights from the field trip was going on a giant boat, hearing whale noises, and seeing a dolphin brain! We saw scrimshaw like in 4th grade. The ship we mentioned is the biggest model whaling boat in the world. The bus was fun because everyone could talk really loud to our friends, and the scrimshaw canes because of all the cool designs. It was a lot different than 4th grade!
See below for a description of our visit from Kip Bordelon from Calvin, Martim, and Stella:
This week on Wednesday Kip Bordelon came to Friends Academy and talked to us about diversity and told us a few stories.
Kip talked about ‘’courts, color, conflict, constitution and culture”.
One story he told us was this:
There were 3 indentured servants, working the same plot of land. Their names were John Punch, who was black, Victor, and Oliver whom were white. They all wanted to run away, although they were only 2 out of 5 years into their indentured servitude. They fled to Philadelphia, but were caught. The court gave Victor and Oliver 30 lashes and 5 years tacked on to their servitude. John also got 30 lashes but he had to be an indentured servant for the rest of his life. He was the first legal slave.
“ I think that Mr. Bordelon’s visit was really interesting and easy to listen to and understand because of his choice of words and way of speech. It made me very sad and sort of angry to hear about John Punch, and I question who their talking about in the constitution when it says ‘ We the people’ (which we also talked about). ” Stella Hoffman thought.
“ I think that Mr. Bordelon’s story about John Punch was really interesting. I especially liked to learn that John Punch was related to Barack Obama,” says Martim Conceicao.
“ I thought this story was great. It really shows irony because John was the first slave and Obama was the first black president. This story really shows how long it took for equality between blacks and whites, and its disappointing,” says Calvin Colby.
Kip taught us a bunch of other thing including things about the constitution and that James Madison could write with both hands in different languages at the same time. James Madison was really short too, he was about 5’ 4’’ that's shorter than Napoleon Bonaparte who was 5’ 7’’.
Now for a math update from Madi, Jared, and Emma:
We just finished the algebra unit and had our assessment on Tuesday. Now we are starting the area unit. We are also close to doing geometry and it’s so exciting! We did this unit in fourth grade! Finding the area of squares and rectangles is really fun! It may seem challenging but it gets easier as you go along.
We are going to tell you how to find the area of a square and a rectangle. All you really do is multiply the length and the width. So say you have a rectangle with 6 inches as the width and 9 inches as the length. The area would be 54 inches squared, because 6 times 9 is 54!
Now you may be thinking how do you find a triangle’s area? Well we will tell you. So take the question before. To find the area of a triangle's area cut from this rectangle, cut the width or length in half. We are going to split the 6 in half. So 3 would be the width, and then you would do 3 times 9, which is 27. So for a triangle with the base as 9 and the height as 6, the area would be 27 units squared.
Thanks for reading!
Last but not least, I want to remind families that should you want to take advantage of the optional conference day next Friday, I am available. We can always set up a meeting time closer to the end of year, also.
Home of the Brave & Refugees
This week we began our poetry unit in language arts. We were lucky to have Lyn Hoopes, a former FA parent and awesome poet, come work with us twice this week. She shared some of her photography skills as well as poetry tips and tricks. We were able to use our photos from vacation to inspire our own poems, and it was such a valuable experience. Students will be excited to share their final works with you.
We also began a new classroom novel, called Home of the Brave. This is a phenomenal story of a boy named Kek who is a Sudanese refugee. He is brought to Minneapolis (where I lived until I was 11) during winter to live with his aunt and cousin. He has lost his father and brother to war, and his mother is still missing. This story is relevant to our next unit in social studies, as we are going to be studying government, and later, specifically how government policies can affect immigrants and refugees. It also happens to be written in poetry form!
We started our unit with Home of the Brave by looking at some photos of the Sudanese people, their homes, and the struggles they were facing in 2014, around the time the story takes place. Here are a few of the photos we discussed below. Through the jarring and moving photos students were given a visual tool to imagine where the main character in the story, Kek, came from.
We also read articles related to refugees and shared with the class for morning meeting on Thursday. See below for the articles we read!
We continue to work through our unit on Algebra in math. We continued to update our interactive math notebooks with strategies to conquer variable and expression problems, and we even worked with Mrs. H-K's class to mix it up and work on algebra together. On Thursday students worked in stations, playing matching games to identify correct algebra expressions based on sentences and word problems. Students will take a unit assessment on algebra next week.
It is that time of year again for the annual Arts and Poetry Night which will take place on Thursday, April 19th. Susan Cogliano and Wendy Goldsmith are looking for volunteers to help hang and display art for this exciting event that will showcase the artwork your children have completed throughout the year. As most of you know, there is an enormous amount of work to display but with enough hands we hope to complete this set up in one day. We will begin at 8:00am on Friday, April 13th and continue working throughout the day. This is also a parent/teacher conference day (so you may be coming in already!). If you are willing and able to donate any time at all to this very worthy cause,
please contact Susan or Wendy. There will be supervised care in the library for children of volunteers (free of charge). Thank you for your support. Wendy and Susan's email addresses are listed below.
Lastly, I want to let parents know that even though it felt like we just had conferences, I am always available to meet again and discuss the recent progress reports, goals for the remainder of the year, and summer work plans. On the afternoon of Wednesday, April 11 and on Friday, April 13 during the school day I am offering time to meet and conference again. Please let me know if you are interested in meeting during these time slots. However, we can plan on meeting before the end of the year, should you want to wait a bit!
I hope you have a joyful weekend, whether you celebrate Easter, Passover, both, or neither!
Field Trip to Boston! Did you know...
Wax Museum On the Road
Homework for Break
The fifth graders were so engaged and focused on their field trip Tuesday. William, our trusty tour guide, had their undivided attention as he touched on some facts they knew from their Wax Museum studies, and so many cool things we didn't know yet. Below are some of the cool facts they learned and shared with me after we returned to school.
Did you know that...
-Paul Revere was well liked and had good friends almost everywhere he went? He would borrow their horses when his horse tired out to be the fastest rider and messenger in the colonies.
-John Hancock was the wealthiest man in New England at the time of the Revolutionary war. He owned 9 ships of his own at the start of the war, which was 3 times the amount of ships the Rebel army owned at that time!
-Sam Adams was not a nice person, and wasn't even very good at his job! But he's well known now for his beer brand. Also, Sam Adams was a rather large and unfit gentleman, so when you see a photo or statue of him looking fit, it is actually his head with Paul Revere's body substituted!
-The Battle of Bunker Hill really should have been called the Battle of Breed's hill because it took place there (accidentally).
-The Boston Massacre began as a snowball fight, which led to a mistakenly fired shotgun.
-The famous Boston Massacre paintings show Rebels getting attacked by strong Loyalists, but really rebels were provoking the loyalists with an icy snowball fight. This was early propaganda!
-James Otis once wrote that he had a premonition that he was going to die by lightening striking him. He almost died when he was hit with the butt of a musket during a protest, but he survived that, only to die when....he was hit by lightening later in life! When his skull was examined later, scientists found that tree roots actually wove their way through the spot in his skull where he'd been hit with the gun years earlier. That blow wasn't fatal, but certainly did some brain damage.
-The Massachusetts statehouse has a golden pinecone on the top of it to represent the lumber from Maine, which used to be a part of MA.
-The Patriot (Rebel) army would have secret meetings, and to make sure that everyone who tried to enter was a Patriot, they would ask those in attendance what the critter was on top of Quincy Market at Faneuil Hall weathervane. Any Patriot knew it was called a "Grasshopper", but any loyalists were outed because they used the British word for it, "Green Cricket". Busted!
-Boston is mostly landfill. It first had many wharfs, like fingers, and then the spaces between the wharfs was filled in with landfill. Then more wharfs would be built, and filled in.
-Faneuil Hall used to be on the beach! Ships could pull right up to what we now call the Quincy Market. The sails would sometimes touch the building's windows! We were able to see the old shore line.
On Thursday night we shared with the local community how truly awesome we are. We performed our Wax Museum speeches once again, sharing interesting facts and stories about unsung heroes from the Revolution War. I was so impressed, and so were the crowds and droves of people who learned from our awesome students. I told the kids today at morning meeting that they have most certainly EARNED their break. See below for photos from the museum!
Yes, it is true. Students have homework over spring break. It has two parts.
1) Students must read at least ONE chapter book over the break. No listening to the book, no graphic novels, and no reading only half a book. One whole book (at a minimum). This really means they should aim to read 15 minutes a day.
2) Students must also take a few artistic photos. They can borrow your phones or use an iPad or iPod, or a digital camera, to take these photos. We will use them to inspire our poetry unit with visiting poet-in-residence Lyn Hoopes after break. Students have a detailed handout in their trappers for this assignment. The categories below are suggestions. The point of the assignment is for kids to return to school after break with ONE or TWO photos that they are proud of, and that they can use to write a poem about.
I hope you all have healthy, enjoyable, and fun times with your kids during the break. I sure hope that spring is in full swing when we get back. I am off to Boca Raton, Florida to see my grandparents, and then to see Ms. Conlon in Sanibel.
Please let me know if you have any questions or concerns.
Field Trip to Boston
What a wild and wonderful day we had yesterday for the Wax Museum. I was so impressed by all of their hard work, focus, and ability to perform yesterday, even in the dark! See photos below of the figures in their element. Luckily this week I have plenty of fun photos to share.
Not only did these amazing kids put on the magnificent Wax Museum yesterday, but they also dressed up and sang about freedom and the Revolutionary war on Wednesday at All School Meeting.
We also had a visit from the New Bedford Symphony Orchestra to discuss their latest programming. The focus this year is salt marshes and how instruments work together in an orchestra, much like organisms in a salt marsh. See photos below!
The only other message this week is about our field trip on Tuesday. We will take a bus to Boston Tuesday morning and from the bus we get onto a trolley. This trolley tour takes us to historic sites around the city that connect to the Revolutionary war. We will do a fair bit of walking too, so please send kids with:
-comfortable walking shoes
-layers (including raincoat if weather is not cooperating)
-non-heat up lunch
If you have any questions, please let me know. I hope you have power and are enjoying a safe and enjoyable weekend.